A Study on the Implementation of Lesson Study on Elementary School Principals
The main purpose of this study is to explore the opinions and recognition of elementary school principals in Taiwan about the implementation of lesson study. The self-compiled questionnaire survey “opinion questionnaire on elementary school principals of the implementation of lesson study” was used as the research instrument in this study and the elementary school principals in Taiwan were picked as subjects of this survey. 760 questionnaires were handed out, and 500 questionnaires were returned, of which 465 questionnaires were valid, with the availability rate of 65.79%. The data was analyzed by descriptive statistics, independent sample t-test, and one-way ANOVA. The findings based on the results of the research are as follows: 1. Principals have high perception degree toward the purpose of lesson study. 2. Principals have high perception degree toward the content of lesson study. 3. Principals have medium perception degree toward the opinion of lesson study. 4. Female principals have higher perception on the purpose and content of lesson study than male principals. 5. Principals with no actual class have difficulty grasping course progress and student starting behavior. Schools have difficulty standardizing the feedback mechanism for the trilogy of lesson study, and further, lesson study is conducted once a year, which may lead to a mere formality. Educational authorities have difficulty evaluating the relationship between lesson study, teachers’ professional development, and students’ learning outcome. 6. Subjects of this study considered that as far as principles are concerned, resolution strategies include principals’ positive attitude toward issues related to lesson study; as far as schools are concerned, resolution strategies include combining grade forum with teacher professional learning community to implement lesson study together; as far as educational authorities are concerned, resolution strategies include setting up professional learning communities among principals. According to the results of this research, we propose some suggestions for the educational authorities, the elementary schools, the elementary school principals, and the follow-up researchers respectively.
|關鍵詞||共同備課、國小校長公開授課、教師專業發展評鑑、學習共同體、collaborative lesson preparation、lesson study on elementary school principals、teacher professional evaluation、learning community|